Academic literature on the topic 'Povertà educativa'
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Journal articles on the topic "Povertà educativa"
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Milani, Lorena. "Povertà educativa e Global Education. Riflessioni per uno scenario futuro." EDUCATION SCIENCES AND SOCIETY, no. 2 (November 2020): 444–57. http://dx.doi.org/10.3280/ess2-2020oa9598.
Full textAbstract:
L'approccio che noi proponiamo alla questione della povertà educativa intreccia sia gli obiettivi dell'Agenda 2030 per lo Sviluppo Sostenibile (Onu, 2015) sia quella della Global Education (Council of Europe, 2019) e dei diritti dei minori dichiarati nella Convenzione sui diritti dell'infanzia e dell'adolescenza (Onu, 1989). In questa prospettiva, indagheremo la questione della povertà educativa in termini non solo di mancanza di opportunità, di deprivazione e di qualità della vita, ma anche come deprivazione morale, di orientamenti e prospettive di vita, di qualità della proposta educativa e dei valori insiti in essa. Partendo dalla situazione attuale generata della pandemia del coronavirus, offriamo una lettura delle ricadute sulle povertà materiali e sulla povertà educativa, considerando anche le povertà altre. La prospettiva viene costruita attorno alla centralità dell'etica e all'ipotesi di un nuovo paradigma: il PEL (Prodotto Etico Lordo) cui è associata l'educazione alla sobrietà. In questa logica, la Global Education diviene approccio pedagogico per promuovere l'educazione alla cittadinanza globale per una vita degna e una dignità educativa
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Rossi-Doria, Marco. "Povertà educativa e comunità educanti." SICUREZZA E SCIENZE SOCIALI, no. 2 (September 2022): 45–59. http://dx.doi.org/10.3280/siss2022-002004.
Full textAbstract:
Il concetto di "Povertà educativa" riunisce le diverse cause che creano "priva-zione della opportunità di apprendere, sperimentare, far fiorire capacità, talenti, aspirazioni". Nel 2014 un gruppo di studiosi ha costruito, insieme a Istat, l'indice di povertà educativa (IPE), che descrive il fenomeno con una prospettiva multi-dimensionale. La nozione di povertà educativa è anche il risultato di una battaglia culturale, scientifica, politica che considera la promozione dei diritti dei bambini/e (v. articoli 28 e 29 della Convenzione di New York) nella prospettiva delle social capabilities. In tale prospettiva, è necessario pervenire a comunità educanti fonda-te su stabili alleanze per la promozione dele competenze per la vita (life skills), per contrastare l'esclusione e le ineguaglianze in campo educativo.
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Matutini, Elisa. "Lotta alla povertà educativa: il ruolo della promozione delle capacità e delle aspirazioni." WELFARE E ERGONOMIA, no. 1 (June 2020): 71–80. http://dx.doi.org/10.3280/we2020-001007.
Full textAbstract:
Il presente saggio affronta alcuni aspetti teorici legati alla povertà educativa. Dopo una pri-ma sintesi del dibattito intorno al concetto e del legame esistente tra povertà economica e po-vertà educativa, il lavoro si sofferma sul contributo offerto dal Capability Approach nella concettualizzazione dell'idea di deprivazione educativa. Questa prospettiva, richiamata da alcune tra le più importanti definizioni di povertà educativa, offre indicazioni interessanti da un punto di vista conoscitivo, ma anche per la scelta dei principi che possono ispirare le misure di intervento.
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De Vivo, Paola, and Ornella Fasano. "Diseguaglianza sociale e povertà educativa: un modello di intervento." WELFARE E ERGONOMIA, no. 1 (June 2020): 81–90. http://dx.doi.org/10.3280/we2020-001008.
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L'articolo analizza il tema delle diseguaglianze sociali concentrandosi sul fenomeno della povertà educativa. La prima parte si pone come obiettivo di approfondire l'argomento dal punto di vista concettuale, indagandone prima la sfera definitoria, poi le misure d'intervento sul piano nazionale e sociale, soffermandosi inoltre sull'attivazione delle reti comunitarie nel-la lotta alla povertà educativa a partire dall'istituzione di un Fondo governativo rivolto al suo contrasto. Nella seconda parte si indaga su uno studio di caso che riguarda, nello specifico, l'analisi delle attività e i risultati ottenuti nell'ambito del progetto «Le 4C: Connessione, Cre-scita inclusiva, Cura, Capitale umano», che si sta realizzando in un comune dell'hinterland napoletano. Ciò che emerge è che la rete che si è costruita tra i partner e territorialmente ha innalzato i livelli di coordinamento tra tutti gli agenti educativi, facilitando i processi di inclusione, favorendo una cultura del benessere del minore e rafforzando allo stesso tempo il ruo-lo genitoriale.
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Battilocchi, Gian Luca. "Educational poverty in Italy: concepts, measures and policies." Central European Journal of Educational Research 2, no. 1 (April 28, 2020): 1–10. http://dx.doi.org/10.37441/cejer/2020/2/1/5753.
Full textAbstract:
In recent years in Italy, as a result of the initiative by the NGO Save the Children Italia and of the government action, we have witnessed the success of the notion of “povertà educativa”, as an effective way to indicate severe inequalities in education across the country. Firstly, the aim of this paper is to shed light on the different concepts and measures of educational poverty in socio-economic literature, in order to highlight specific and innovative aspects of this idea. Moreover, the paper intends to scrutinize Save the Children’s proposal in order to monitor and tackle educational poverty as well as to show how the action of the NGO has influenced the development of Italian recent government policies against child and educational poverty.
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Chiodo, Emanuela. "Generare legami. Inclusione sociale ed educativa in una periferia del Mezzogiorno." WELFARE E ERGONOMIA, no. 1 (June 2020): 29–38. http://dx.doi.org/10.3280/we2020-001004.
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La povertà di bambini e adolescenti in famiglie deprivate del Mezzogiorno è sia la più invisi-bile, perché spesso occultata dalla più generale condizione di svantaggio del nucleo di appar-tenenza, sia la più estrema, per l'intensità con cui essa si lega a radicate disuguaglianze nella sfera dell'istruzione, della cultura e, in generale, nelle loro chances di vita al presente e nel futuro. In particolare, la povertà educativa è quella che meglio rappresenta lo svantaggio cumulativo che si genera a partire da condizioni di deprivazione materiale ed economica e trova nell'esclusione dall'accesso ad una formazione e a competenze adeguate, ma anche a spazi e ambienti di vita degni, a opportunità ludiche, culturali e di socializzazione più ampia le sue espressioni più evidenti. Napoli e le sue periferie più disagiate costituiscono un caso paradigmatico di tale scenario sia per la povertà multi-generazionale da cui sono interessate sia per l'elevata incidenza del-la popolazione minorile proprio nei quartieri più difficili. Ed è proprio nel contesto urbano e sociale della periferia est della città che l'articolo si cala per definire i contorni di quella «comunità educante» volta al contrasto della vulnerabilità sociale e dei rischi di esclusione per i tanti bambini e adolescenti in condizione di svantaggio economico e sociale. Alla luce della direttrice teorica sui legami sociali come fonte di protezione e riconoscimento (Paugam, 2008) e sulla base di un approccio di ricerca micro-sociologico basato su studi di caso, l'articolo descrive la qualità delle relazioni di social support (Meo, 1999) create, promosse, rafforzate da alcuni enti di terzo settore (associazioni e cooperative sociali) provando a sotto-linearne il valore embedded nel contrasto della povertà educativa. Già a partire dal recupero di spazi vuoti o abbandonati in cui le attività socio-educative promosse si radicano e realiz-zano le loro attività, i centri socioeducativi considerati nella ricerca appaiono in grado di ri-pristinare relazioni e significati plurimi. A partire dalle rappresentazioni raccolte tramite la voce e le parole degli attori intervistati la comunità educante prende forma nei vincoli e nelle risorse, nei limiti e nelle opportunità evidenziate da enti di terzo settore (associazioni e coo-perative sociali) che realizzano advocacy, affiancamento scolastico dei minori, accompagna-mento sociale per le loro famiglie. In particolare, nel testo si evidenzia come, non solo rico-noscendo la «responsabilità educativa» come principio cardine ma anche "agendo" tale principio come orientamento nella prassi concreta di intervento, organizzazioni diverse che abitano e animano la periferia est sono in grado di rendere permeabili tra loro sfere di inclu-sione diverse (culturale, educativa, sociale). Intervenendo nel contrasto della povertà minorile ed educativa tramite azioni di bridging con la famiglia, la scuola, i servizi sociali, le esperien-ze di affiancamento socio-educativo descritte interrogano e allo stesso tempo costruiscono il senso di quella «comunità educante e generativa», capace di «agire in comune» adottando «un modo di fare le cose inclusivo, integrativo e abilitante» (Magatti e Giaccardi, 2014).
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Gozzelino, Giulia, and Federica Matera. "Pedagogical lines and critical consciousness for quality education at the time of the Covid-19 pandemic." Form@re - Open Journal per la formazione in rete 21, no. 3 (December 31, 2021): 191–99. http://dx.doi.org/10.36253/form-10178.
Full textAbstract:
In a global context of children’s material and cultural deprivation, the Covid-19 pandemic contributed to redefine the human condition’s vulnerability, favoring the emergence of new forms of poverty and invisibility. Starting from the analysis of the consequences caused by the spread of the pandemic on children’s environment and fundamental development factors, the contribution focuses on the emerging educational challenges, to offer a pedagogical reflection on the possibilities of quality education at the time of emergency. The interviews – carried out as part of the Research Project Povertà educativa e Covid-19: linee di riflessione pedagogica e di advocacy per i minori – make possible to restore visibility and voice to the discomfort of mothers and children between zero and six years old, acting as a starting point for the development of some work’s lines for a reappropriation of relationality, awareness and corporeality, with a look at the children’s rights and at the society’s ethical and civil responsibility in their global protection.
Linee pedagogiche e sentieri di coscientizzazione per un’educazione di qualità al tempo della pandemia Covid-19.
In un contesto globale di forte deprivazione materiale e culturale dell’infanzia e dell’adolescenza, la pandemia da Covid-19 ha contribuito a ridefinire i volti della vulnerabilità della condizione umana, favorendo l’emergere di nuove forme di povertà e di invisibilità. A partire dall’analisi delle conseguenze provocate dalla pandemia sugli ambienti e sui fattori di sviluppo fondamentali della minore età, il contributo si concentra sulle sfide educative emergenti, per offrire una riflessione pedagogica sulle possibilità di una relazione e di una educazione di qualità dentro il tempo dell’emergenza. Le interviste svolte nell’ambito del Progetto di Ricerca Povertà educativa e Covid-19: linee di riflessione pedagogica e di advocacy per i minori hanno consentito di restituire visibilità e parola al disagio delle mamme dei bambini tra gli zero e i sei anni, ponendosi come punto di partenza per lo sviluppo di alcune linee di lavoro per una riappropriazione della relazionalità, della consapevolezza e della corporeità, con uno sguardo ai diritti dei minori e alla responsabilità etica e civile della società tutta nella loro tutela globale.
In un contesto globale di forte deprivazione materiale e culturale dell’infanzia e dell’adolescenza, la pandemia da Covid-19 ha contribuito a ridefinire i volti della vulnerabilità della condizione umana, favorendo l’emergere di nuove forme di povertà e di invisibilità. A partire dall’analisi delle conseguenze provocate dalla diffusione della pandemia sugli ambienti e sui fattori di sviluppo fondamentali della minore età, il contributo si concentra sulle sfide educative emergenti, per offrire una riflessione pedagogica sulle possibilità di una relazione e di una educazione di qualità dentro il tempo dell’emergenza. Le interviste svolte nell’ambito del Progetto di Ricerca “Povertà educativa e Covid-19: linee di riflessione pedagogica e di advocacy per i minori” hanno consentito di restituire visibilità e parola al disagio delle mamme dei bambini tra gli zero e i sei anni, ponendosi come punto di partenza per lo sviluppo di alcune linee di lavoro per una riappropriazione della relazionalità, della consapevolezza e della corporeità, con uno sguardo ai diritti dei minori e alla responsabilità etica e civile della società tutta nella loro tutela globale.
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Ferrigni, Nicola, and Marica Spalletta. "I confini materiali e immateriali delle nuove povertà nel territorio di Roma Capitale e gli effetti sui minori." SICUREZZA E SCIENZE SOCIALI, no. 2 (September 2022): 258–76. http://dx.doi.org/10.3280/siss2022-002017.
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L'articolo analizza l'impatto multidimensionale della pandemia sul territorio di Roma Capitale, focalizzando in particolare l'attenzione su quei "nuovi poveri", in cima alla cui lista svettano le famiglie con minori. I risultati confermano la crescente esposizione al rischio povertà di questi nuclei familiari, riconoscendo ai minori lo status di "poveri tra i poveri la cui preesistente condizione di fragilità risulta ulteriormente compromessa da una deprivazione tanto economica, quanto immateriale, che investe contemporaneamente la sfera educativa, culturale e relazionale.
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Zandonai, Flaviano, and Simona Taraschi. "Strategie e azioni di community building per contrastare la povertà educativa: gli apprendimenti del Gruppo Cooperativo CGM." WELFARE E ERGONOMIA, no. 1 (June 2020): 129–40. http://dx.doi.org/10.3280/we2020-001012.
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Il contributo proposto si basa sulla presentazione analitica e di taglio valutativo di alcune azioni progettuali di contrasto alla povertà educativa realizzate negli ultimi anni e che hanno consentito sia di rafforzare il sistema di offerta sia di promuovere comunità capaci di eserci-tare una funzione autenticamente educante. Nello specifico con "Family Hub Mondi per Crescere" (capofila consorzio Co&So, Firenze) viene presa in considerazione la figura del case manager. Il progetto "Icam" (Istituto Caute-la Attenuata Madri Detenute - Comune di Milano, Ministero della Giustizia, cooperativa so-ciale Genera) ha ricreato un contesto di "normalità" per lo sviluppo armonioso dei bambini e delle loro mamme nell'ambiente carcerario. La cura e il coinvolgimento del territorio e del-la comunità come valore per contrastare la povertà educativa sono azioni del progetto "Co-munità Santa Cecilia" (cooperativa Paolo Babini, Forlì). Infine "Passi Piccoli" (capofila cooperativa Koinè, Milano) ha utilizzato come strumento per prevenire la povertà educativa il coinvolgimento e l'inclusione di spazi e soggetti della città. L'analisi scongiunta sui quattro progetti è svolta attraverso interviste e focus group con i project manager locali in modo da approfondire anche il ruolo dei "sistemi esperti" che a livello locale orchestrano reti di servizi e azioni di community building.
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Babusci, Daniele. "Introduzione ai temi della povertà educativa e della comunità educante." WELFARE E ERGONOMIA, no. 1 (June 2020): 7–9. http://dx.doi.org/10.3280/we2020-001001.
Full textDissertations / Theses on the topic "Povertà educativa"
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FINETTI, SIMONA. "LA POVERTA' EDUCATIVA: UN'ANALISI IN PROSPETTIVA PEDAGOGICA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2022. http://hdl.handle.net/10280/118473.
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Il sintagma “povertà educativa”, introdotto in Italia da Save the Children nel 2014 e successivamente tradotto dalla stessa onlus come “educational poverty” in ambito internazionale, ha avuto un certo successo sul piano politico e istituzionale nel contesto italiano, contribuendo a catalizzare l’attenzione sulle povertà dei minori e, in particolare, su quelle immateriali. Negli anni è stato utilizzato per designare un complesso insieme di fenomeni, tuttavia dal punto di vista pedagogico è mancata una disamina critica che ne facesse emergere i significati latenti. Pur provenendo dall’ambito delle discipline economico-sociali, il costrutto di “povertà educativa” interpella in modo inequivoco la riflessione pedagogica, riferendosi evidentemente a dimensioni squisitamente pertinenti al mondo dell’educazione. La presente ricerca ne ha ricostruito le origini e ha cercato di delineare direzioni di senso utili alla definizione dello spettro delle diverse “povertà educative” e di possibili modi per prevenirle e contrastarle. Le fonti selezionate attingono a letteratura internazionale aggiornata a dicembre 2021. Ulteriore fonte sono le voci di adolescenti, raccolte durante un esercizio di ricerca qualitativa ispirato al movimento Student Voice e condotto con un approccio di derivazione fenomenologica.The phrase “povertà educativa”, introduced in Italy by Save the Children Italia in 2014 and later translated internationally as “educational poverty” by the same organization, has been successful in Italy both politically and socially, contributing to drawing attention to child poverty and, in particular, to financing prevention projects and enforcement actions against non-material child poverty. Over the years it has been used to denote a complex set of phenomena, however a critical pedagogical examination was missing in order to bring out some of its implicit meanings. Even if it originated from the fields of economics and social sciences, the idea of an “educational” poverty unequivocally challenges the pedagogical reflection, clearly referring to dimensions that are uniquely relevant to the world of education, both in its formal and informal implications. The present research reconstructed its origins and tried to outline meaningful directions for defining both the spectrum of different "educational poverties" and possible ways of preventing and contrasting them. The selected sources were drawn from an international literature updated in December 2021. Furthermore, adolescent voices were collected during a qualitative research exercise inspired by the Student Voice movement and conducted with a phenomenological derivation approach.
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SOTTOCORNO, MADDALENA. "Povertà educativa tra teoria e pratica. Uno sguardo pedagogico." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/315634.
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La tesi costituisce l’esito di un lavoro esplorativo di ricerca di tipo qualitativo attorno al tema della povertà educativa. Scopo dello studio è quello di inquadrare un’area semantica di matrice pedagogica attorno a questo oggetto, che arricchisca le teorie già esistenti intorno ad esso.
Il lavoro prende le mosse dall’inquadramento del tema, esplorando i diversi saperi che lo hanno interrogato; successivamente viene dato conto del quadro normativo di riferimento per la questione, in termini internazionali, europei e nazionali; si esplorano poi alcuni contributi che analizzano la questione in rapporto a una forma peculiare di povertà che caratterizza il contesto italiano e che esplicitano in particolare la necessità di ripensare al rapporto tra scuola e territorio.
Al fine di costruire un’area semantica di matrice pedagogica attorno al tema della povertà educativa, si è scelto di condurre uno studio di caso olistico attorno al progetto “Sulla Buona Strada” che opera in alcune zone della città di Genova con lo scopo di contrastare questo fenomeno. A partire da uno specifico posizionamento rispetto a che cosa si intenda per qualità dell’esperienza educativa, si è inteso elaborare una densa teoria locale sull’oggetto di studio, valorizzando il contributo dei professionisti dell’educazione coinvolti nella ricerca.
L’incrocio tra quanto emerso dal quadro teorico di riferimento e dall’indagine empirica, nonché la necessità di ampliare la conoscenza già in possesso della ricercatrice attorno alla questione, hanno permesso di pervenire a una configurazione pedagogica e plurale della povertà educativa, che implica alcuni piani in particolare: il riconoscimento di una privazione che riguarda i contesti di esperienza e le difficoltà che gli adulti incontrano nell’abitare il presente; l’individuazione di un impoverimento del territorio, che implica un progressivo indebolimento dello Stato sociale, del concetto di comunità e del rapporto tra scuola ed extra-scuola.
Concettualizzare in tal senso “le” povertà educative implica mettere al centro del discorso con i professionisti dell’educazione una definizione di essere umano come soggetto capace di emanciparsi dai condizionamenti molteplici del contesto in cui vive e di destreggiarsi con l’imprevedibilità dell’esperienza esistenziale ed educativa. Un tale ampliamento del tema prevede inoltre che gli stessi esperti dell’educazione trovino delle strategie adeguate a significare il presente, affinchè, con le loro prassi, non rischino di replicare le dinamiche di impoverimento della contemporaneità.
La tesi, dunque, mostra il progressivo avvicinamento a una visione plurale e sfaccettata del fenomeno indagato, valorizzando un posizionamento epistemologico peculiare su che cosa si intenda per esperienza educativa.This thesis is the result of an exploratory qualitative research on the topic of educational poverty. The purpose of the study is to frame a pedagogical semantic area around this theme, through which enrich the already existing theories about it. The study starts from exploring the different theoretical perspectives that have investigated the educational poverty problem; afterwards a normative framework for the issue is presented, in international, European and national terms; then contributions that analyse the question in relation to a peculiar form of poverty in the Italian context are explored. This last part makes evident the need to rethink the connection between school and territory. In order to define a pedagogical semantic area around the theme of educational poverty, an holistic case study has been conducted around "Sulla Buona Strada" project which operates in some areas of the city of Genoa with the aim of counteracting this phenomenon. Choosing a specific position about the quality of the educational experience, a dense local theory on the object of study has been developed, enhancing the contribution of education professionals involved into the research. The intersection between the emerging theoretical framework and the empirical investigation, as well as the need to broaden the researcher’s knowledge on the topic, has resulted in a pedagogical and plural configuration of educational poverty, which implies different aspects: the recognition of a deprivation that deals with the contexts of experience and the difficulties that adults face in living the present; the identification of an impoverishment of the territory, which implies a progressive weakening of the welfare state, of the concept of community and of the relationship between school and extra-school. Conceptualizing "educational poverty" in this sense implies, in the discussion with educational professionals, a definition of human being that is competent to emancipate himself/herself from the multiple conditionings of the socio-cultural context and to juggle the unpredictability of existential and educational experiences. This expansion of the issue also entails that education experts find proper strategies to understand the contemporaneity, to avoid the risk, with their practices, of replicating the dynamics of impoverishment of actual times. The thesis, therefore, illustrates a progressive approach to a plural and multifaceted vision of the investigated phenomenon, considering a peculiar epistemological position on the meaning of educational experience.
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Brugnera, Giulia <1991>. "Sfide, opportunità e soluzioni innovative per affrontare situazioni di povertà educativa nel contesto italiano." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/10860.
Full textAbstract:
I bambini che vivono in condizioni di povertà assoluta sono in aumento. In particolare, quest’anno, secondo i dati Istat, sono saliti a 1 milione e 292 mila, pari a 1 minore su 8, il 14% in più, ovvero 161 mila bambini in più rispetto al 2016.
Quando pensiamo alla povertà ci viene in mente soprattutto l’aspetto materiale. Ma, nel caso della povertà minorile, accanto alla dimensione economica, determinata sulla base del reddito dei genitori, esistono anche altre dimensioni.
In questo elaborato analizzeremo un disagio insidioso poco conosciuto e, troppo spesso, sottovalutato: l’impossibilità per un bambino di disporre di quanto gli serve per imparare, sperimentare, stimolare e far germogliare pienamente le proprie capacità, sogni, talenti e aspirazioni. Questa condizione è sintetizzata dall’espressione “povertà educativa”.
Il presente lavoro si propone di conoscere e comprendere meglio il fenomeno della povertà educativa, prestando particolare attenzione alle dimensioni a esso collegate, ai contesti in cui si sviluppa e alle pericolose conseguenze che può determinare.
La tesi si occuperà anche di illustrare alcune iniziative e progettualità, realizzate nel territorio italiano, che mirano a “illuminare” il futuro di molti bambini e ragazzi provenienti da contesti poveri e deprivanti. Un altro scopo che mi ero posta con questo elaborato è stato di formulare alcune ipotesi su come affrontare e risolvere il fenomeno della povertà educativa.
In particolare, sono giunta alla conclusione che, per contrastare la povertà educativa, non bastino interventi settoriali ma serva una visione d’insieme, una programmazione ad ampia visione che consideri tutte le possibili implicazioni della povertà. Servono interventi e strumenti specifici, che siano elastici, aperti a valutazioni, aggiustamenti e cambiamenti così da avere una dinamicità utile e capace di adattarsi ai diversi soggetti, alle situazioni e alle criticità che possono sorgere.
Verrà spiegato, infine, che per sconfiggere questo fenomeno sia importante lavorare stimolando i soggetti attivi nel sociale verso la creazione di una rete e una comunità responsabile ed educante. In questo modo si potrà disporre di più conoscenze e risorse possibili e avere una visione d’insieme che consideri i vari bisogni dei minori e le varie implicazioni della povertà. Non esiste un’unica ricetta per sconfiggere questo fenomeno ma occorre procedere con ipotesi, valutazioni e aggiustamenti continui, osservando le situazioni e restando aperti all’ascolto delle persone vulnerabili e di chi ha maturato esperienza in questo ambito.
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Giustini, Chiara <1982>. "Povertà: sfida educativa e responsabilità sociale. Il ruolo dell'educazione verso una società più giusta, equa e solidale." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2011. http://amsdottorato.unibo.it/3394/1/giustini_chiara_tesi.pdf.
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The thesis focuses on the link between education and poverty. The first part of the work investigates these concepts through a multidisciplinary study (History, Anthropology, Sociology, Psychology, Pedagogy) to show the complexity of the phenomena, and analyzes poverty considering it as an educational challenge. The second part presents the outcomes of a qualitative research about the role and the power that education has in the fight against poverty. The interviews and the focus groups with teachers and educators who work with the poor in several Italian cities and abroad (Denver and Los Angeles, Israel and Palestine), and the observations of the educational work done in some schools and services considered the "best practices" highlight the importance to re-educate our society, that is impoverished by the crisis of welfare state and the weakness of social networks. The final chapter is dedicated to a reflection on social justice, solidarity and sobriety, as pillars for Social Pedagogy in a society that cannot close its eyes to the inequalities that it generates.
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Giustini, Chiara <1982>. "Povertà: sfida educativa e responsabilità sociale. Il ruolo dell'educazione verso una società più giusta, equa e solidale." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2011. http://amsdottorato.unibo.it/3394/.
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The thesis focuses on the link between education and poverty. The first part of the work investigates these concepts through a multidisciplinary study (History, Anthropology, Sociology, Psychology, Pedagogy) to show the complexity of the phenomena, and analyzes poverty considering it as an educational challenge. The second part presents the outcomes of a qualitative research about the role and the power that education has in the fight against poverty. The interviews and the focus groups with teachers and educators who work with the poor in several Italian cities and abroad (Denver and Los Angeles, Israel and Palestine), and the observations of the educational work done in some schools and services considered the "best practices" highlight the importance to re-educate our society, that is impoverished by the crisis of welfare state and the weakness of social networks. The final chapter is dedicated to a reflection on social justice, solidarity and sobriety, as pillars for Social Pedagogy in a society that cannot close its eyes to the inequalities that it generates.
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Royce, Richard James. "Paternalism, poverty and education : an argument for compulsory education." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019726/.
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This thesis is an inquiry into whether the compulsory education of children is justifiable, and it considers arguments relating to education for both the good of the individual and the good of others. I begin with a discussion of paternalism and proceed from an examination of previous attempts at formulating an acceptable understanding of it to the construction of a view which I believe overcomes the shortcomings existing accounts are seen to possess. Following this, theories purporting to justify paternalism are inspected and a start is made on the task of identifying versions of pa te rnalist action and the justifications they require. In an effort to delve closer into just what individual well-being might comprise, this task is interrupted by an investigation into the post-reflective desire-satisfaction theories of John Rawls and J. P. White, and the view of an individual's good each defends. This line of thought in turn develops into a discussion of education for the good of those other than the individual and a resolution is suggested for the problem of weighing the individual's against others' good. This part of the debate borrows from and adapts Peter Singer's argument concerning an obligation to assist those in absolute poverty. It is useful because people living in poverty make demands upon our time, energy, and resources which must be ranked against any alternative preferred use of them in other outlets, including some education. A revised argument is presented and defended and linked to the earlier debate on paternalism to furnish simultaneously an overriding condition to be met by all justifiable paternalist activity, together with a means thought to be defensible of locating some compulsory education in efforts to combat absolute poverty throughout the world.
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Fenton, Nina. "Minority education in transition : ethnicity, poverty and education in rural China." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571654.
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Marketization of the Chinese economy has created wealth and economic opportunities. But it has also created barriers preventing vulnerable gTOUpS from accessing quality education and escaping poverty. This thesis examines the causes of low educational investment by minority ethnic groups in rural China between 1988 and 2002. Information about conditions facing minority groups, including the financing and administration of education, motivates a theoretical model of investment. Characteristics of minority households, such as remote, rural location and low parental education play a role in explaining disadvantage. Low income is both a cause and effect of disadvantage for credit-constrained households. Furthermore, low education has a negative externality on the rewards for education facing other households. Poor 'ethnic capital' and cultural norms regarding enrolment can perpetuate a poverty trap generated by differences in the ways groups form expectations about the behaviour of other group members. The remaining chapters test these hypotheses using rural household data from 1988, 1995 and 2002, and a data-set on academic achievement of children in the final year of compulsory education, collected by the author in a remote minority prefecture. Descriptive regression analysis and decomposition of the differences in educational outcomes between minority and Han groups suggest that low income, relatively high fertility, and low parental education are among the factors driving minority disadvantage. lVIore careful analysis of the effect of income, attempting to control for potential endogeneity, finds the effect to be robust, although differences in income explain far les of the gap in investment than differences in community resources, although it was not possible to control for all potential sources of bias. Higher fertility of minority households may be an important cause of their lower investment. More careful examination of the impacts of fertility finds a significant negative impact of siblings in school and siblings in work, although suitable instrumental variables were not available. Fixed effects regressions, con- trolling for all observed and unobserved household characteristics, revealed that households spend significantly more on more able children and that younger and middle children often lose out. The final chapter reveals that minority students are segregated into lower quality schools, partly because of the high costs of traveling to school from remote locations. This reduces their academic achieve- ment. However, poor achievement of minority students is not fully explained by school choice and observable household characteristics. It is plausible that cul- tural barriers or disengagement from the education system reduce the benefits of education for these children. 2
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Rolleston, Caine. "Education poverty and culture in Ghana, 1991-2010." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1548270/.
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Ghana has seen notable poverty reduction alongside improvements in school participation since 1991. This thesis explores the patterns among descriptive indicators and uses regression analysis to examine possible causal relationships with special reference to the role of education in determining welfare and its reciprocal, the role of welfare and other aspects of economic privilege in the determination of school attendance and progression. The study follows a mixed-methods design, following quantitative analysis at the national level with a mixed methods sub-study in a deprived district of Ghana. The primary quantitative study begins by reviewing the literature on modelling of the household consumption function as well as on modelling schooling decisions based on the household production function and considers these relationships in terms of a system of co-determining factors at individual, household and contextual levels. Attention is then given to important methodological issues related to the modelling approach. Two groups of models are estimated using data from the Ghana Living Standards Surveys and findings are presented. The results suggest that education levels play an important role in determining household welfare and that, for higher levels of education; these effects are considerably larger and possibly increasing over time. Educational expansion has, however, meant that access to the benefits from these effects has widened somewhat, although primarily at lower levels of access. Demographic change has also played an important role in welfare improvements. In terms of absolute numbers, access to schooling in Ghana has expanded dramatically although rates of completion and of drop-out have not improved and there appears to be a worsening of age-appropriate completion rates. Nonetheless, the first half of the period since 1991 saw substantial increases in rates of school attendance at the basic education level. This growth appears to have been driven by narrowing regional differentials, increasing welfare, urbanisation, improving gender equity, smaller and less dependent households and a reduction in the number of children involved in child labour. It is in relation to progression towards higher levels of education that more significant inequity emerges and in 2006 completion of lower secondary education in Ghana remained the preserve of children in areas and households of relative economic privilege. To explore issues of access in more detail and in context, an interview-based study was conducted in Savelugu-Nanton District, following quantitative analysis using regional and district-level data. Exploratory interviews with education professionals identified childfosterage and migration by youths into kayaye (head-porterage) as important inhibitors of access. These are considered in detail through two further sets of interviews with household caregivers and migrant workers, supported by quantitative analysis. Findings show that, fosterage, primarily motivated by cultural traditions of kinship obligation, is related to considerable educational disadvantage which, especially in the case of girls who face the additional pressure to accumulate items required for marriage, in turn is linked to migration South into menial labour. Despite recent policies to eliminate costs of schooling, low incomes in the district mean that schooling remains relatively costly, and household decision-making continues to exclude a notable portion of the child population; among whom many are fostered children.
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Mussa, Richard. "Children, investments in education and poverty in Malawi." Doctoral thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/5731.
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This thesis presents an examination of three interrelated themes concerning household investments in the education of children, and how the number of children in a household affects a household's poverty situation in Malawi. These themes cover three chapters. Chapter 2, investigates two issues regarding household expenditure on primary educa- tion of own children using the Second Malawi Integrated Household Survey (IHS2) data. Firstly, we look at factors which influence a household's decision to spend or not (the par- ticipation decision), and by how much (the expenditure decision). This is done for urban and rural households. We found that there are differences in the factors which influence both decision levels for the two groups of households. Secondly, to get a deeper under- standing of these rural-urban spending differences, the study develops the Blinder-Oaxaca decomposition technique for the independent Double Hurdle model. The proposed decom- position is done at the aggregate and disaggregated levels. The aggregated decomposition allows us to isolate the expenditure differences into a part attributable to differences in characteristics and a part which is due to differences in coefficients. The detailed (dis-aggregated) decomposition enables us to pinpoint the major factors behind the spending gap. At the aggregate decomposition level, our results show that at least 66% of the expenditure differential is explained by differences in characteristics between rural and ur- ban households, implying that an equalization of household characteristics would lead to about 66% of the spending gap disappearing. At the disaggregated decomposition level, the rural-urban difference in household income is found to be the largest contributor to the spending gap, followed by quality of access of primary schools. Besides, rural-urban differences in mothers education and employment are found to contribute more to the spending differential relative to the same for fathers. Recognizing that in many African countries parents are not just responsible for the educa- tion of their own children, Chapter 3 examines the relationship between household income and schooling costs in the presence of intrahousehold schooling bias against non-biological children. To this end, we construct a two-period model of intrahousehold schooling bias. The model predicts that there is an asymmetry in the impact of changes in costs and income on schooling in the sense that the impact is larger for the non-biological child. It predicts that the asymmetry increases as the relationship distance between the non- v vi ABSTRACT biological child and the parents gets wider. It also shows that an increase in cost of schooling leads to a bigger reduction in schooling for poor households, and that the dif- ference in the impact of cost changes between the biological and the non-biological child declines as household income increases i.e. there is convergence. The convergence is faster the more distantly related to the parents the non-biological child is. An empirical investi- gation of these predictions using IHS2 data, shows that when current enrolment and grade attainment are used to measure schooling, the price and income elasticities of schooling are larger for non-biological children. The results also indicate that households in the low- est income quintile (the poorest) have the largest price elasticities, and households in the highest income quintile (the wealthiest) have the smallest price elasticities. We also found that the price elasticities for biological and non-biological children converge as we move from the lowest income quintile to the highest income quintile, and that the convergence is faster for non-biological children who are non-relatives. Having looked at among other things the role of household economic status on the edu- cation investments of children in Malawi in Chapters 2 and 3, in Chapter 4 we turn the question on its head and investigate the impact of fertility (number of children) on poverty in rural Malawi. We use two measures of poverty; the objective and the subjective. After accounting for endogeneity of fertility by using son preference as an instrumental variable, we found that fertility increases the probability of being objectively poor. This effect is robust for all poverty lines used. It is also robust to accounting for economies of scale and household composition as well as assuming that poverty is continuous. We also found that when fertility is treated as an exogenous variable its impact is underestimated. When poverty is measured subjectively, the results are opposite to those of objective poverty. We found that fertility lowers the likelihood of feeling poor, and that fertility is exogenous with respect to subjective poverty.
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Baum, Donald R. "Defining Well-Being from Inside The Navajo Nation: Education As Poverty Derivation and Poverty Reduction." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2132.
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The stated purpose of this study was to facilitate Navajos through a process of determining for themselves what poverty is, what indicators determine well-being, and what factors contribute to the phenomenon of poverty on the Navajo Indian reservation. The study used a Q-Squared Participatory Poverty Assessment to gain a better understanding of how the Navajo culture and Navajo people themselves view and operationalize wealth and poverty. Semi-structured participatory interviews performed with 22 Navajo Indians, in the reservation communities of Chinle, Arizona, and San Juan, New Mexico, discussed and determined what it means to be poor in Navajo households and communities, and defined various levels of well- being on the reservation. The analysis provided themes which comprised four stages of poverty description: definitional, summative, experiential, and derivational. The main findings of the analysis and description process were that (1) wealth and poverty are defined by a combination of non- material assets and non-income material assets, rather than income, and that the most important of these are family and cultural values; (2) based on these established indicators of well-being, the Navajo do not see themselves as poor; (3) the difficulties experienced on the reservation include extrinsic factors in control of the state, while the benefits of reservation living are primarily intrinsic factors at individual levels; (4) there is a generational devaluation of Navajo values occurring on the reservation, where the Navajo consider themselves wealthy on account of their rich cultural heritage, but this decline in cultural values constitutes a "cultural recession" and an increase of own poverty on the reservation; and (5) this cultural devaluation and increase of poverty is caused by factors of instrumental and imperialistic education and globalization.
Books on the topic "Povertà educativa"
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Federighi, Paolo, ed. Educazione in età adulta. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-752-8.
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Il volume presenta l’esito di una serie di incontri e seminari che, a più livelli, hanno contribuito alla costruzione del Convegno Internazionale La ricerca sull’Educazione in età Adulta nelle università italiane tenutosi all’Università di Firenze il 23 e 24 novembre 2017. I vari contributi hanno provato a dare risposta alla domanda sull’origine e lo sviluppo dell’educazione degli adulti in Italia all’interno dei contesti accademici. Cosa significa occuparsi di tale ambito di ricerca? Le direttrici indagate hanno riflettuto su una molteplicità di approcci di ricerca e hanno ricostruito la varietà delle teorie, dei modelli, degli autori che hanno tratteggiato lo sviluppo della disciplina in Italia negli ultimi cinquant’anni. Tra i temi trattati: accrescimento della qualità educativa dei luoghi di lavoro, comprensione dell’educazione incorporata nei luoghi di lavoro, studio delle finalità dell’educazione nei luoghi formali e informali. Si è giunti così a un tema originalmente rilevato, ma non toccato dalla letteratura nazionale, ovvero la questione delle diseguaglianze e la povertà relativa, fenomeni importanti per comprendere lo sviluppo delle società del futuro.
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Ashurst, Francesca, and Couze Venn. Inequality, Poverty, Education. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137347015.
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Francis, Godwyll, and Kang So Young, eds. Poverty, education, and development. New York: Nova Science Pub., 2008.
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Barham, Vicky. Education and the poverty trap. Kingston, Ont: Institute for Economic Research, Queen's University, 1991.
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Barham, Vicky. Education and the poverty trap. Kingston, Ont: Institute for Economic Research, Queen's University, 1991.
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Poverty. Milwaukee, WI: World Almanac Library, 2007.
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Lampert, Jo, and Bruce Burnett, eds. Teacher Education for High Poverty Schools. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22059-8.
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Xue, Eryong, and Jian Li. Education Poverty Alleviation Policy in China. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4773-1.
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Kaushal, Sarita. Indian women: Health, education and poverty. New Delhi: DPS Publishing House, 2011.
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Colclough, Christopher. Education outcomes and poverty: A reassessment. New York, NY: Routledge, 2012.
Find full textBook chapters on the topic "Povertà educativa"
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Lie, Anita. "Tackling Poverty." In SpringerBriefs in Education, 7–15. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8645-0_2.
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Curtis, Benjamin. "Education as poverty reduction." In Understanding Global Poverty, 246–66. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003043829-10.
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Shah, Amita, Kiran Banga Chhokar, Sanjay Pratap, and Itishree Pattnaik. "Interface Between Education and Poverty in India: Eluding Goals and Search for New Perspectives?" In Poverty, Chronic Poverty and Poverty Dynamics, 195–239. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0677-8_8.
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Hershock, Peter D. "Education and Alleviating Poverty: Educating for Equity and Diversity." In Changing Education, 115–34. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6583-5_5.
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Tilak, Jandhyala B. G. "Education Poverty in India." In Education and Development in India, 87–162. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0250-3_3.
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Ashurst, Francesca, and Couze Venn. "Introduction: Elements for a Political Economy of Exclusion." In Inequality, Poverty, Education, 1–28. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137347015_1.
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Ashurst, Francesca, and Couze Venn. "Pauperism, Delinquency and Learning to Labour." In Inequality, Poverty, Education, 29–48. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137347015_2.
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Ashurst, Francesca, and Couze Venn. "Labour, Poverty and the Export of Destitute Children As ‘Waste’." In Inequality, Poverty, Education, 49–69. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137347015_3.
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Ashurst, Francesca, and Couze Venn. "Security, Population and the New Management of the Poor." In Inequality, Poverty, Education, 70–82. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137347015_4.
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Ashurst, Francesca, and Couze Venn. "Disciplining and Punishment: The New Exclusionary Regime Emerges." In Inequality, Poverty, Education, 83–98. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137347015_5.
Full textConference papers on the topic "Povertà educativa"
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Tezcan, Mediha. "Poverty, Education Technologies and Eurasian Economies." In International Conference on Eurasian Economies. Eurasian Economists Association, 2012. http://dx.doi.org/10.36880/c03.00493.
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While poverty has been a phenomenon encountered practically in all societies in the past, it still continues to exist as a significant social phenomenon in our day. In this study, poverty concepts, significance of education in fighting with poverty, opportunities offered by the latest innovations in education technologies for education and the contributions that can be provided by these innovations to education programs aimed to fight with poverty have been explained. How the Eurasian countries may use education technologies in the anti-poverty programs that they could collectively implement and the opportunities that could be offered by collective action have been discussed.
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Machmud, Amir, and Eeng Ahman. "Relationship Education with Poverty in Indonesia." In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006880900740077.
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Burt, Marie Claire, and Eduardo Gustale. "POVERTY STOPLIGHT OLYMPIC GAMES: ENGAGING YOUTH IN OVERCOMING POVERTY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0994.
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Zhao, Tiejun, Xing Li, and Tao Qu. "Span from Anti-Poverty to Targeted Poverty Alleviation." In 2017 7th International Conference on Social science and Education Research (SSER2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-17.2018.10.
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Demiral, Ezgi. "Comparative Analysis of Female Poverty in Turkey with OECD Countries." In International Conference on Eurasian Economies. Eurasian Economists Association, 2021. http://dx.doi.org/10.36880/c13.02558.
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The significant a reason of female poverty is that in general, women aren't considered to be in the labour market. Women that are in the labour market either in lower status from men or perform informal jobs or get paid less money even when they're employed in the same jobs. Female employment rate or women's education level are indicator of female poverty. The aim of this paper is to analyse female poverty in Turkey and selected OECD countries. This study obtained the female employment rate and women's education level data from the Economic Co-operation and Development database for the years between 2008-2019. Graphic by these data were analyzed comparative data analysis. In addition, specifically for the analysis of structure of women's employment in Turkey was to get data related to part-time employment, informal jobs and unpaid family workers from Turkish Statistical Institute. The results show that both women in labour market and women's education levels are extremely low level in Turkey compared to selected OECD countries. Part-time employment, informal jobs and unpaid family workers have place in women's employment. When women's employment increases it's expected to see that women poverty decreases. But women in Turkey mostly works in informal jobs or flexible working hours. This situation isn't enough effective enough to struggle fight female poverty and this resulted working women poverty. Firstly, policies should be developed to improve women will have increased participation in the qualified workforce and to length of stay in education by governments.
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Yuliani. "Poverty in Indonesia." In International Conference on Social, Economics, Business, and Education (ICSEBE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220107.002.
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Mende, Jens. "The Poverty of Empiricism." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2865.
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Many researchers - and their advisors on research method - adopt a doctrine called empiricism, which claims that researchers may only use empirical methods. This restrictive doctrine impoverishes any academic discipline where it is dominant. The main reason is that a discipline only qualifies for the status of a science after it has progressed beyond empirical generalisations to explanatory theories; but although empirical methods are useful for discovering the former, they are inherently useless for creating the latter. So the empiricist doctrine retards scientific progress. Researchers should be aware of this danger, and research methodologists should attempt to counter it.
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Gao, Boyang. "Poverty is Relative." In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.080.
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Mao, Xingtong. "Poverty and Depression." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.189.
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Chen, Luoman, and Jiamin Xu. "Poverty and Addiction." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.159.
Full textReports on the topic "Povertà educativa"
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De Haas, Ralph, Costas Meghir, Heike Harmgart, and Britta Augsburg. Microfinance, Poverty and Education. Institute for Fiscal Studies, September 2012. http://dx.doi.org/10.1920/wp.ifs.2012.1215.
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Serneels, Pieter, and Stefan Dercon. Aspirations, Poverty and Education: Evidence from India. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.
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This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.
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Krueger, Alan, and Jitka Maleckova. Education, Poverty, Political Violence and Terrorism: Is There a Causal Connection? Cambridge, MA: National Bureau of Economic Research, July 2002. http://dx.doi.org/10.3386/w9074.
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Kaffenberger, Michelle, Lant Pritchett, and Martina Viarengo. Towards a Right to Learn: Concepts and Measurement of Global Education Poverty. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/085.
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The idea that children have a “right to education” has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948) and periodically reinforced since. The “right to education” has always, explicitly or implicitly, encompassed a “right to learn.” Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education’s cumulative and dynamic nature, education poverty needs an “early” standard (e.g., Grade 3 or 4 or age 8 or 10) and a “late” standard (e.g., Grade 10 or 12 or ages 15 and older). Further, as with all international poverty definitions, there needs to be a low, extreme standard, which is found almost exclusively in low- and middle-income countries and can inform prioritization and action, and a higher “global” standard, against which even some children in high income countries would be considered education poor but which is considered a reasonable aspiration for all children. As assessed against any proposed standard, we show there is a massive learning crisis: students spend many years in school and yet do not reach an early standard of mastery of foundational skills nor do they reach any reasonable global minimum standard by the time they emerge from school. The overwhelming obstacle to addressing education poverty today is not enrollment/grade attainment nor inequality in learning achievement, but the fact that the typical learning profile is just too shallow for children to reach minimum standards.
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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.
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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
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Bartik, Timothy J., and Brad Hershbein. Degrees of Poverty: The Relationship between Family Income Background and the Returns to Education. W.E. Upjohn Institute, March 2018. http://dx.doi.org/10.17848/wp18-284.
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Ha, Wei, and Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, September 2021. http://dx.doi.org/10.22617/wps210299-2.
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The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.
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Xiao, Haixiang, Junjun Hou, Min Chen, Weiping Deng, Chuanchen Zhao, Jihong Zhou, and Xiaolu Liu. Eradicating Absolute Poverty in Hunan Province, People’s Republic of China. Asian Development Bank, December 2021. http://dx.doi.org/10.22617/wps210460-2.
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This paper describes the specific poverty reduction practices applied in Hunan Province, People’s Republic of China. Government-subsidized programs are aimed at elderly living in poverty, people with disabilities, and migrant workers and their left-behind children. They reduce poverty mainly by building a support system for living, housing, medical care, old-age care, education, and employment. Tailored financial support are also intended for natural resources of poverty-stricken areas to be used in developing industries and forming self-development capabilities to eradicate poverty, including through industrial development, employment, and financial tool utilization.
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Hallman, Kelly, Sara Peracca, Jennifer Catino, and Marta Ruiz. Multiple disadvantages of Mayan females: The effects of gender, ethnicity, poverty, and residence on education in Guatemala. Population Council, 2006. http://dx.doi.org/10.31899/pgy2.1029.
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Unterhalter, Elaine, Amy North, Jenni Karlsson, Jane Onsongo, and Herbert Makinda. Four forms of disconnection : negotiating gender, education and poverty reduction in schools in Kenya and South Africa. Unknown, 2009. http://dx.doi.org/10.35648/20.500.12413/11781/ii066.
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